As I begin my role as Editor of Early Education and Development (EE&D), I want to thank Susanne Denham for two decades of leadership with the journal. I appreciate her vision and dedication to EE&D, and for entrusting me as her successor as Editor. I will rely on my decade-long experience as an associate editor with Susanne at EE&D, along with the support of a stellar editorial board, to not only maintain but to elevate the excellence and impact of EE&D during my tenure as Editor.
I am stepping into the editorship of Early Education and Development (EE&D) during a period of momentous global changes that have immediate and long-term impacts on children’s learning and development. This period is one of recovery and transition out of a global pandemic. While the pandemic was a public health emergency that impacted every person of every age group around the world, we know that early experiences from the prenatal to early childhood years are formative in that they establish the foundation and the trajectory for children’s academic competence, health, and well-being. Furthermore, there are subgroups of children and families who have experienced historical and ongoing systemic or institutional inequities that exacerbate the consequences of the pandemic on children’s developmental, educational, and health-related outcomes. Research can help us understand what happened and to inform evidence-based practices to support our children, families, and educators to overcome, thrive, and flourish after their pandemic experiences.
At the same time, we are also entering the age of machine learning and generative artificial intelligence (AI). Despite impressive growth and advancements in technology and AI, the need to understand and to cultivate authentic human cognitive, linguistic, behavioral, and social-emotional capacities and capabilities remains as important as ever. In fact, there is an urgent need to understand how technology, machine learning, and AI can support young children’s cognitive, linguistic, behavioral, social, and emotional development in the context of learning and education. Developmental and learning scientists with expertise in early childhood education and development are poised to engage in interdisciplinary research to address how technology and AI can be designed and implemented to optimize children’s development of skills that they need to thrive and flourish in the 21st century, such as critical thinking skills, social-emotional and communication skills, collaboration skills, and creativity. Thus, it is appropriate and timely that the first issue of the 2024 volume and the first issue under my tenure as Editor of Early Education and Development is a Special Issue on Digital Transformations in Early Learning: From Touch Interactions to AI Conversations guest edited by Ilene R. Berson, Wenwei Luo, and Weipeng Yang.
Many of the authors and readers of EE&D identify as developmental and learning scientists. As Editor, I will ensure that EE&D will continue to publish state-of-the-art rigorous research at the intersection of child development and education from around the world. Researchers who use multidisciplinary or interdisciplinary perspectives as well as diverse methods (e.g., quantitative, qualitative, and mixed methods) are welcome. Manuscripts that address the following goals will align well with the mission and vision that I have for EE&D:
Advance our understanding of young children’s cognitive, linguistic, behavioral, and social-emotional development in the context of learning and education.
Identify processes and mechanisms that support the development of children’s assets and strengths as well as compensate for their vulnerabilities in the context of learning and education.
Identify high-quality Early Childhood Education (ECE) practices, learning environments, and formative experiences that support young children’s learning and development.
Identify processes and mechanisms to build and sustain healthy and strong relationships that are important for children’s learning and development, such as parent-child, teacher-student, and peer relationships.
Advance research that represents the full diversity of children, families, and early childhood educators and practitioners in our communities and around the world.
As Editor, I am committed to making EE&D a home for research scholars, educators, and practitioners with independent and critical perspectives aimed at advancing our understanding and practices in early childhood development and education through rigorous and innovative science. I invite you to join me in this commitment, and I welcome your support and contributions to translate this vision into reality for EE&D.